Perceptions Of Learning Environment Research Articles

Assessing Creativity-Enhancing Learning Environments: Psychometric Model Validation for Undergraduates

This study investigates a proposed measurement model, grounded in Amabile's (1996) componential model of creativity, to explore the causal relationships among perceived learning environments, proactive personality motivation, and creativity index. The study's primary objectives are threefold: i) To evaluate the goodness-of-fit indices of the Confirmatory Factor Analysis (CFA) measurement model, ii) to examine parameter estimates within the CFA measurement model and iii) to establish discriminant validity for the measured constructs. The measurement model's fitness is assessed using data collected from a survey of 374 undergraduate students and analyzed through AMOS. Goodness-of-fit indices, including the Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Normed Chi-Square (cmin/df), are employed to validate the model's fit with the data. Additionally, the study investigates convergent and discriminant validity of the instruments by scrutinizing disattenuated correlations among the constructs. Notably, this research expands Amabile's Componential Theory by incorporating proactive personality into the model. The study's findings hold potential value for enhancing program syllabuses, co-curricular activities, and soft-skill enhancement programs within higher learning institutions.

Nursing students' perception of the clinical learning environment during the Covid-19 pandemic: a longitudinal study in the Czech Republic

Nursing students' perception of the clinical learning environment during the Covid-19 pandemic: a longitudinal study in the Czech Republic

The Safe Learning Environment in the United Arab Emirates Schools and Its Relationship to the Development of Creative Thinking Among Students

The study aimed to assess the relationship between a safe learning environment in Emirati schools and the development of student's creative thinking. Using a descriptive method with stratified random sampling, the researchers selected a sample of 500 male and female teachers. Two questionnaires were employed: one assessing the safe learning environment (20 items) and another measuring creative thinking (20 items). Results indicated a high teacher perception of a safe learning environment, with statistically significant chi-square values for all items. Similarly, teachers perceived a high level of creative thinking development, with significant chi-square values for all items. Gender and experience did not show statistically significant differences in the perception of a safe learning environment. However, teachers with over 10 years of experience demonstrated higher levels of creative thinking development. Notably, a significant correlation was found between a safe learning environment and the development of students' creative thinking in Emirati schools. This study aligns with the UAE Ministry of Education's mission to create a safe and creative educational system that meets the needs of a globally competitive knowledge society. Doi: 10.28991/ESJ-2023-SIED2-014 Full Text: PDF

Development and evaluation of the Measure of the International Learning Environment Status (MILES) in international higher education.

The aim of this study was to develop and evaluate an instrument to assess international students' perceptions of the international learning environment called 'Measure of the International Learning Environment Status' (MILES). We based the development of the MILES on a solid theoretical framework from Moos by addressing three domains to measure the quality of the international learning environment, namely goal direction, relationships, and system change and system maintenance. We have designed and constructed the instrument in three steps. Firstly, we have collected items from relevant existing instruments and grouped them into the three domains via content analysis. Secondly, we applied a Delphi procedure involving international higher education experts from different stakeholder groups and from different cultural backgrounds to identify and reach consensus on the items comprehensively covering important elements of the international learning environment. Thirdly, we carried out an initial questionnaire evaluation. The final MILES consisted of 47 items with 13 in the first domain, 17 in the second and 17 in the third domain. The content of the domains was clearly in line with Moos theoretical framework and we interpreted the sets of items as goal direction, relationships, and supporting services, respectively. This study provides a comprehensive and systematically developed instrument for future research to better understand international students' perspectives towards the international learning environment that are supported by stakeholders from a range of cultures.

Assessing a New Medical School in Zambia Using Dundee Ready Educational Environment Measurement: A cross-sectional study

Background: Learners’ perception of learning environment reflects educational program’s effectiveness. For new medical schools, determining effectiveness of teaching and learning is desirable quality assurance process.
 Aim: To determine pioneer medical students’ perception of learning environment of a new school using Dundee Ready Educational Environment Measurement (DREEM).
 Methods: Quantitative cross-sectional study design was adopted. Consenting medical students in second and third years of Bachelor of Medicine and Surgery degree program were surveyed with a questionnaire comprising a demographic competent and 50 DREEM items. Non-probability sampling was adopted. Completed questionnaires were sorted and rated. The resulting quantitative data were analysed for mean scores with SPSS 21 software. Mean total scores and mean scores in five subscales were determined. Scores on individual items were also analysed. Cronbach’s alpha was used to assess dataset reliability. 
 Results: The study recorded 137 participants, 54.2 % females and 45.8 % males. Mean age was 22 (± 4.03) years. Mean total DREEM score was 117.5 (58.8 %) and interpreted as “more positive than negative.” Scores in subscales of perception of learning, perception of teachers, academic self-perception, and perception of atmosphere, were positive with mean scores of 62.9 %, 60.2 %, 63.4 %, and 55.6, respectively. Subscale of social self-perception rated poorly with mean score of 48.9 % and interpreted as “not a nice place.” Single items revealed five major problem areas: lack of adequate support, authoritarian leadership, over-emphasis on factual learning, poor memorizing, and excessive stress. 
 Conclusion: This analysis revealed major problems and weaknesses in the new school and addressing them could improve educational quality.

A Study on Employee Perception towards HR Practices of Pallava Textiles Pvt., Ltd., to Erode

The research purpose is to determine the study of the perception of employees. The purpose of this study is to contribute to an understanding of how diverse groups of employees perceive their workplaces as learning environments, and to cast light on the learning processes of these diverse groups of employees Design/methodology/approach .This study was designed to examine employee perceptions of the extent to which their managers create conditions in the work environments favorable to learning and enact behaviors in one on one settings that are likely to foster learning; and their sources and methods of learning. Data were gathered from employees in Pallava textiles manufacturing firms through self‐completion questionnaires and analyzed using descriptive statistics and tests. Research limitations/implications the research reveals demographic variables that appear to be important in studies of employee learning in small firms. Future research should examine owner managers' perceptions of the workplace learning environments and employee learning processes. Practical implications Managers may need practical help in managing the learning of diverse groups of employees, and in understanding the potential differences in employee learning processes.

A Study on Employees Welfare Pertaining to Satisfaction of Sakthi Sugars Ltd., to Erode

The purpose of this study is to contribute to an understanding of how diverse groups of employees perceive their workplaces as learning environments, and to cast light on the learning process of these diverse groups of employees Design/methodology/approach. This study was designed to examine employee perceptions of the extent to which their managers create conditions in the work environments favorable to learning and enact behaviors in one on one settings that are likely to foster learning; and their sources and methods of learning. Data were gathered from employees in Sakthi sugars manufacturing firms through self completion questionnaires and analyzed using descriptive statistics and tests. Future research should examine owner managers' perceptions of the workplace learning environments and employee learning processes. Practical implications Managers may need practical help in managing the learning of diverse groups of employees, and in understanding the potential differences in employee learning processes.

Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts

Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite constructivist paradigms (e.g. flipped classrooms, team-based learning) being increasingly incorporated at the post-secondary level. Further, there remains some debate on whether such constructivist environments adequately support learning, with studies on their effectiveness revealing mixed results, as have studies comparing face-to-face and online learning contexts. A tool that measures students’ perceptions of constructivist learning environments could help address such inconsistencies. The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts. Undergraduates ( n = 282) enrolled in face-to-face classes incorporating team-based learning completed the 34-item CoI scale. Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses. Further suggestions for how this measure might be used for the purposes of research and instructional feedback are included.

Students' perceptions of competency-based learning environment during COVID-19: a mixed-methods approach

Students' perceptions of competency-based learning environment during COVID-19: a mixed-methods approach

Effect on students' perception of learning environment among first-year medical students exposed to competency-based curriculum: A mixed-methods evaluation.

Effect on students' perception of learning environment among first-year medical students exposed to competency-based curriculum: A mixed-methods evaluation.

HUBUNGAN PERSEPSI SISWA TENTANG LINGKUNGAN BELAJAR BERBASIS TEKNOLOGI TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SISTEM KOMPUTER KELAS X BIDANG TEKNOLOGI DI SMK N 1 SIJUNJUNG

The aims of this study are know students' perceptions of the technology-based learning environment at SMK N 1 Sijunjung. Knowing how student learning outcomes in the subject of computer systems. Knowing the relationship between students' perceptions of the technology-based learning environment on student learning outcomes in computer systems subjects.This study used a quantitative research approach in the form of numbers and statistical analyzes which were carried out by collecting data and using a structured questionnaire (questionnaire) which was compiled based on measurements of the variables studied which then produced quantitative data. Results obtaineddata obtained from a questionnaire on student perceptions of the technology-based learning environment at SMK N 1 Sijunjung, that student perceptions of the learning environment on the learning conditions indicator were 64.79% in the good category. teaching method of 54.75%, teacher-student relations of 65.64% with a good category of student learning outcomes, the average student learning outcomes in the subject of computer systems is 75.92.

Indonesian Version of DREEM Short Form Construct Validity Test in Measuring Student Perception of Distance Learning Environment

English: The learning environment is very important to support student achievement. During the COVID-19 pandemic until the new normal transition, students are faced with a changing learning environment, starting from online, hybrid, to full offline. Dundee Ready Education Environment Measure (DREEM) is an instrument that measures students' perceptions of their learning environment in medical institutions developed by Roff, et.al. (1997). DREEM initially consist of 50-item to measure five domains, it was later developed into a 12-item short version by Jeyashree, Shewade, and Kathrivel (2018). There is no adapted version of DREEM short-form for non-medical institutions in Indonesia. Therefore, this study aims to adapt and validate the DREEM short-form measurement tool for a wider range of institutions. The population of this instrument testing are students in Indonesia with a sample of 160 people. The results show that the instrument has good internal consistency (α= 0.896), able to distinguish individuals in groups based on discrimination items, and valid in measuring constructs (Model Fit CFI = 0.922; GFI = 0.901; SRMR = 0.055, and have a good factor loading). Thus, Indonesian version of DREEM short-form is a valid and reliable tool for use in research in the field of education in a wider range of institutions.Indonesian: Lingkungan pembelajaran sangatlah penting untuk mendukung prestasi mahasiswa. Pada masa pandemi COVID-19 hingga transisi new normal, mahasiswa dihadapkan dengan lingkungan pembelajaran yang berubah-ubah, dimulai dari daring, hybrid, hingga full luring. Dundee Ready Education Environment Measure (DREEM) merupakan instrumen yang mengukur persepsi mahasiswa terhadap lingkungan pembelajarannya dalam institusi medis yang dikembangkan oleh Roff, et.al. (1997). Awalnya DREEM berjumlah 50-item untuk mengukur lima domain, kemudian dikembangkan dalam versi singkat (short-form) 12-item oleh Jeyashree, Shewade, dan Kathrivel (2018). Selama ini belum ada alat ukur dalam Bahasa Indonesia untuk DREEM short version 12-item untuk institusi di luar medis. Maka penelitian ini bertujuan untuk membuat adaptasi dan validasi alat ukur DREEM Short-Form 12-item untuk institusi yang lebih luas. Populasi dari pengujian alat ukur ini adalah mahasiswa di Indonesia dengan sampel sebanyak 160 orang. Hasilnya menunjukkan bahwa alat ukur yang telah diadaptasi memiliki konsistensi internal yang baik (reliabilitas α= 0.896), mampu membedakan individu dalam kelompok berdasarkan item discrimination, dan valid dalam mengukur konstruk (Model Fit CFI = 0,922; GFI = 0,901; SRMR = 0,055, dan memiliki muatan faktor yang baik). Dengan begitu, DREEM-12 Bahasa Indonesia merupakan alat ukur yang valid dan reliabel untuk digunakan dalam penelitian di bidang pendidikan pada setting yang lebih luas.

Moral injury and the hidden curriculum in medical school: comparing the experiences of students underrepresented in medicine (URMs) and non-URMs.

Underrepresented students in medicine (URM) have more negative perceptions of the medical school learning environment (LE), a phenomenon that can contribute to higher rates of burnout and attrition in these populations. The hidden curriculum (HC)-defined as a set of values informally conveyed to learners through clinical role-modeling-is a LE socialization construct that has been critically examined for its role in shaping students' professional identities. Yet differences in how URMs and non-URMs experience the HC remain underexplored. The study used a pragmatic approach that drew on elements of grounded theory and employed both deductive and inductive reasoning. Investigators conducted qualitative, semi-structured interviews with a purposive sample of 13 URM and 21 non-URM participants at a Bronx, NY medical school. Interviews examined student experiences and reactions to the HC. Both cohorts witnessed patient disparagement and mistreatment. However, from these encounters, URM participants expressed more moral injury-the adverse emotional consequence of feeling pressured to accept ideologically incongruent values. URMs were also more likely to describe resisting the HC. Differences in group reactions appeared to arise from URMs' identity resonance with patients' lived experiences. Participants across cohorts emphasized increasing URM recruitment as one step toward mitigating these circumstances. URM participants experienced more distress and offered more resistance to the HC relative to non-URMs. The etiology of these differential reactions may stem from relative barriers in negotiating personal and professional identities. As such, URMs' perceptions of the LE may be adversely impacted given their more negative interactions with the HC.

Reply to “Comment on ‘How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses’ ”

Reply to “Comment on ‘How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses’ ”

Comment on “How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses”

Comment on “How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses”

Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

Background: Course satisfaction in blended learning has become a priority among educators to keep students on track during their studies. This study investigated the Community of Inquiry (CoI) three key components, i.e. teaching, social, and cognitive presences and other factors that affect student satisfaction at Lebanese International University (LIU). Objective: The study aimed to examine pharmacy undergraduate students who enrolled in, and the effect of blended learning courses on learning environment perceptions, learning outcomes, and overall academic performance. Methods: Exactly 283 second-year students from a private School of Pharmacy registered in the Quantitative Chemical Analysis course participated in this study. Data were collected using an online survey, assessing students' prior pre-pharmacy course experiences. Results: The majority of students (58%) commended the course content, organisation, teaching resources, course design, and clarity of directions. Course satisfaction significantly correlated with age and social, cognitive, and instructional presences (Spearman’s Rho: 0.739-0.750, p < 0.05). Discussion: Studies found that blended instruction can improve student engagement, satisfaction, and learning outcomes, which are influenced by the quality of online materials, communication, feedback, and the degree of student and instructor interaction. Conclusion: The outcomes of this study support the assumption that blended learning encourages active, in-depth, and self-directed learning.

Perceived Learning Environment: A Case of BBA Program at Dhankuta Multiple Campus

Reinvigorating institutions and students in today's competitive global academic and industrial marketplace requires an assessment of the perceived learning environment. Students' academic performance, engagement and success is determined by students' perceived learning environment and academic management from an organization. Descriptive research design is used for the cross-sectional survey study and FGD was organized to assess the perceived learning environment and to compare by gender from students of Dhankuta Multiple Campus, Dhankuta, Nepal. Out of a total of 67 students of the BBA program 35 students have responded through Google from (DREEM Inventory) shared by researchers and 9 students were taken for FGD to find out their perceived environment and learning experiences in the existing environment. It is found that perception on the many aspects among 50 items on the existing environment are more positive than negative. Many aspects of campus learning environment needs to improve. There are insufficient physical facilities at classroom buildings and at hostel as students' need and expectation.

Perceptions of the Shared Learning Environment by Vascular and General Surgery Residents

Perceptions of the Shared Learning Environment by Vascular and General Surgery Residents

School Principals’ perceptions on the conducive learning environment and their current practices: An Exploratory Study at Trashigang District, Bhutan

This study aimed to explore principals’ perceptions and current practices in schools to build conducive learning environment. The study employed qualitative research method guided by the constructivist paradigm. The study was conducted in Trashigang District, Bhutan, with 22 principals from February 2022 to July 2022. This study was purely exploratory, and the findings were broadly categorized into six themes: perceptions of a conducive learning environment, current practices in creating a conducive learning environment, managing students’ behavior, organizing the physical ambiance, and managing academic activities. Further, this study presents issues and challenges faced by school leaders. The study’s findings showed that school principals have positive perceptions of a conducive learning environment. The school principals in the study had given some methods to tackle academic, behavioral, and social issues. The study findings will help newly recruited principals create a conducive learning environment. Further, the study’s finding recommends Ministry of Education (MoE) and relevant stakeholders provide professional development to school leaders on behavioral management and enhancement of students’ academic performance. Moreover, the study recommends MoE to see if financial autonomy can be provided to the school. However, study’s finding is from the schools of one District and cannot be generalized. Therefore, future researchers can find the attributes of a conducive learning environment with a more excellent sample to validate the findings.

Improving the Experiences of Sexual and Gender Minority-Identifying Trainees in Gastroenterology and Hepatology

Improving the Experiences of Sexual and Gender Minority-Identifying Trainees in Gastroenterology and Hepatology